|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|364393||621059||2014||7 صفحه PDF||سفارش دهید||دانلود رایگان|
The argument presented is that children's transitions between family and school have considerable developmental consequences for children with severe disabilities and that knowledge exchange between parents and school professionals is therefore of value. Children with such disabilities rarely fit with standardised conditions and demands in school practices. Parents' extensive knowledge about their children and how to support them is therefore often necessary in order to ensure that support and demands for participation in teaching/learning activities in these practices are appropriate.Case data based on video-observations of teaching activities, observations at team meetings and interviews with mothers and staff, taken from a three-year long research project at a special school, are presented. The analysis shows a stark contrast between the successful tailoring of school practice for one boy, enabled by a sharing of knowledge about the child and ways of supporting him, and the continuation of ill-fitting school practices for another boy, despite his parents' efforts to share their knowledge about how to support him. The analysis of developmental processes begins with the motivated activity of each child and his parents, but it is the way the professionals interpret the child and their capabilities and support needs that leads to potentially different social situations of development for each child.It is argued that knowledge exchange between home and school is important in order to create mutually supportive social situations of development so that a child's daily transitions between different contexts support his or her development rather than present a developmental hindrance.
Journal: Learning, Culture and Social Interaction - Volume 3, Issue 3, September 2014, Pages 195–201